The aim of this course is to introduce students to the area, principles, service areas, and types of guidance.
Course Content
This course contains; Introduction to the course,Definition and history of Guidance,Principles and Aims of Guidance,Misunderstandings in Guidance,Individual Personality Services and Guidance,The Relationship between Guidance and Education,Types of Guidance,Vocational Counseling,The Developmental Approach in Guidance,Communication in Guidance,Psychological Counseling Approaches,Guidance in Special Education,Organization of Guidance Services,Revision.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
At the end of this course, the students define the guidance and explain its history; gain insight into the principles and purpose of guidance; explains the place and importance of counseling in student personality services; associates guidance with education; gains knowledge of types of approaches in vocational counseling; explain developmental and psychological counseling approaches in counseling.
Psikolojik Danışma ve Rehberlik, Editörler M. Engin Deniz ve Atılgan Erözkan, Pegem Akademi, 2017
Rehberlik- Editörler: Prof. Dr.Sırrı Akbaba ve Doç.Dr.Asude Bilgin. Lisans Yayınları 2009.
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
Can verbally express the specific terms and concepts in the field of teaching English
X
2
Can verbally express the basic concepts, principles and techniques in the field of teaching English
X
3
Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie.
X
4
Can apply the necessary techniques in solving the problems encountered in the field of teaching English
X
5
Can analyze and solve a field-related problem by following scientific steps.
X
6
Can solve a field-related problem on his own
X
7
Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps
X
8
Follows the developments in his field in the light of life-long learning principle
X
9
Consults colleagues in the process of finding solutions to a field-related problem.
X
10
Can formulate a problem encountered both verbally and non-verbally.
X
11
By having social responsibility, makes use of professional experiences in solving problems.
X
12
Knows the basic terminology
X
13
Applies the basic skills
X
14
Can effectively use language learning strategies
X
15
Knows the characteristics and structure of human language
X
16
Has native like fluency
X
17
Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus,
X
18
Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary.
X
Assessment Methods
Contribution Level
Absolute Evaluation
Rate of Midterm Exam to Success
40
Rate of Final Exam to Success
60
Total
100
ECTS / Workload Table
Activities
Number of
Duration(Hour)
Total Workload(Hour)
Course Hours
14
2
28
Guided Problem Solving
2
4
8
Resolution of Homework Problems and Submission as a Report
6
3
18
Term Project
1
6
6
Presentation of Project / Seminar
1
10
10
Quiz
0
0
0
Midterm Exam
1
6
6
General Exam
1
10
10
Performance Task, Maintenance Plan
0
0
0
Total Workload(Hour)
86
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(86/30)
3
ECTS of the course: 30 hours of work is counted as 1 ECTS credit.
Detail Informations of the Course
Course Description
Course
Code
Semester
T+P (Hour)
Credit
ECTS
GUIDANCE in SCHOOLS
-
Spring Semester
2+0
2
3
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of Course
English
Course Level
First Cycle (Bachelor's Degree)
Course Type
Required
Course Coordinator
Assoc.Prof. Nadire Gülçin YILDIZ
Name of Lecturer(s)
Assist.Prof. İlker ALTUNBAŞAK
Assistant(s)
Aim
The aim of this course is to introduce students to the area, principles, service areas, and types of guidance.
Course Content
This course contains; Introduction to the course,Definition and history of Guidance,Principles and Aims of Guidance,Misunderstandings in Guidance,Individual Personality Services and Guidance,The Relationship between Guidance and Education,Types of Guidance,Vocational Counseling,The Developmental Approach in Guidance,Communication in Guidance,Psychological Counseling Approaches,Guidance in Special Education,Organization of Guidance Services,Revision.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
At the end of this course, the students define the guidance and explain its history; gain insight into the principles and purpose of guidance; explains the place and importance of counseling in student personality services; associates guidance with education; gains knowledge of types of approaches in vocational counseling; explain developmental and psychological counseling approaches in counseling.
Psikolojik Danışma ve Rehberlik, Editörler M. Engin Deniz ve Atılgan Erözkan, Pegem Akademi, 2017
Rehberlik- Editörler: Prof. Dr.Sırrı Akbaba ve Doç.Dr.Asude Bilgin. Lisans Yayınları 2009.
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
Can verbally express the specific terms and concepts in the field of teaching English
X
2
Can verbally express the basic concepts, principles and techniques in the field of teaching English
X
3
Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie.
X
4
Can apply the necessary techniques in solving the problems encountered in the field of teaching English
X
5
Can analyze and solve a field-related problem by following scientific steps.
X
6
Can solve a field-related problem on his own
X
7
Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps
X
8
Follows the developments in his field in the light of life-long learning principle
X
9
Consults colleagues in the process of finding solutions to a field-related problem.
X
10
Can formulate a problem encountered both verbally and non-verbally.
X
11
By having social responsibility, makes use of professional experiences in solving problems.
X
12
Knows the basic terminology
X
13
Applies the basic skills
X
14
Can effectively use language learning strategies
X
15
Knows the characteristics and structure of human language
X
16
Has native like fluency
X
17
Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus,
X
18
Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary.
